gse mapping booklet - pearson...gse mapping booklet alignment with the global scale of english and...

GSE MAPPING BOOKLETAlignment with the Global Scale of English

and the Common European Framework of Reference

Now I Know 4 − Published 2019

Now I Know!

4

Student BookTessa Lochowski and Annie Altamirano

There’s a challenge in every unit, taking learners through

a staged process of inquiry supported by exciting and

varied content including BBC video.

All the goals are clear: new language, new knowledge, and

new skills, with exciting real-world tasks that help children

and their parents to see and celebrate achievement.

• Authentic BBC video in openers and throughout every unit

• Unit titles formulated as Big Questions

• Integrated 21st Century Skills

• Selected GSE descriptors as objectives

english.com/nowiknow

Now

I Know

! 4

Student B

ook

Tessa Lochowski and A

nnie Altam

irano

Now I Know!Making every classroom

exciting and every child

curious to know more

4

Course GSE CEFR PTE YLEnglish Benchmark

Cambridge exams

Level 1 19-29 Pre A1/A1 Firstwords Level 1 A1 Starters

Level 2 27-34 A1/A2 Springboard Level 2 A1 Starters

Level 3 33-39 A2/A2+ Quickmarch Level 3 A1 Movers

Level 4 38-46 A2+/B1 Breakthrough Level 4 A2 Flyers

Level 5 43-54 B1/B1+Level 5 Key

Level 6 51-58 B1+Level 6 Preliminary

with O

nline Practice

with

Online Practice

NIK_L4_SBKOP_CVR.indd 1

26/03/2019 14:26

2 Alignment with the Global Scale of English and the Common European Framework of Reference

Copyright © 2019 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission

prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].

The Global Scale of English and the Common European Framework of Reference

The Global Scale of English is a standardised, granular scale from 10 to 90 which measures English language profi ciency. It is aligned with the Common European Framework of Reference (CEFR). Unlike the CEFR, which describes profi ciency in terms of broad levels, the Global Scale of English identifi es what a learner can do at each point on a more granular scale—and within a CEFR level. The scale is designed to motivate learners by demonstrating incremental progress in their language ability. The Global Scale of English forms the backbone for Pearson English course material and assessment.

CEFR and the Global Scale of English both comprise a number of Can Do statements, or ‘learning objectives’, for each of the four language skills, describing what learners should be able to do at diff erent levels of profi ciency. The learning objectives are written to refl ect what a student ‘Can Do’ with language without regard to the context in which a language skill may surface. The GSE Learning Objectives have been aligned to the CEFR, and many additional statements created, rated for diffi culty, and calibrated to the scale.

This document provides an overview of the learning objectives that are covered in each unit of the course. As the learning objectives focus specifi cally on language skills, some learning objectives will be repeated multiple times, a refl ection of the fact that skills are built through practice in multiple contexts.

For each learning objective we indicate whether a statement is from the original CEFR or newly created by Pearson English:

• (C) Common European Framework descriptor, verbatim, © Council of Europe • (CA ) Common European Framework descriptor, adapted or edited, © Council of Europe • (N2000) North (2000) descriptor, verbatim • (C2018A) CEFR – Companion Volume descriptor adapted or edited © Council of Europe• (CJA) CEFR-J descriptor, adapted or edited• (EA) Eiken descriptor, adapted or edited © Eiken Foundation of Japan• (N2000A) North (2000) descriptor, adapted or edited • (P) New Pearson English descriptor • (WA) WIDA ELD Standards (2012), adapted or edited

[Note: If a value is in parentheses, it indicates the learning objective is still undergoing research and validation, and therefore the value is a provisional estimate.]

Visit English.com/gse to learn more about the Global Scale of English.

Now I Know is aligned with the Global Scale of English and the Common European Framework of Reference. It takes learners from 19 to 58 on the Global Scale of English (CEFR A1 to B1+). Each lesson guides students to a ‘Can Do’ goal in line with the Global Scale of English and the Common European Framework ‘Can Do’ statements.

Learn more about the Global Scale of English at english.com/gse

<A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2CEFR

10 20 30 40 50 60 70 80 90

Level 3

Level 4

Level 5

Level 6

Level 2

Level 1




In every unit of Now I Know, there’s a challenge. Each unit takes learners through a staged process of inquiry supported by exciting and varied content, including BBC video. All the goals are clear and based on the GSE. New language, new knowledge and new skills, with exciting real-world tasks, help children and their parents see and celebrate achievement.

• Authentic BBC video (using CBBC clips) in openers and throughout every unit.

• Inquiry based methodology. Unit titles formulated as Big Questions give meaningful context for conversation and language tasks.

• Fostering student autonomy. Selected GSE descriptors are used as unit objectives and for self-assessment. These can be seen in the Student Books (simplified so students can understand the language) and Teacher’s Books (in full).

• Literacy skills. Two reading texts per unit: One fictional (presenting values) and one factual (helping students learn about the world). The development of those skills can be seen in the reading strand of the scope and sequence.

• Speaking strategies help students develop all aspects of communication from the earliest stages of learning English.

• Integrated 21st Century Skills embedded throughout the course.

• Preparation for external exams. Targeted exam practice based on skills and activities relevant for PTE YL, CYL, Key and Preliminary exams. Can also be used with Benchmark English.

Components for Students• Student Book (with or without online practice).

• Workbook with App.

• Speaking and Vocabulary Book

• Grammar Book

• Online Practice: homework assigned by the teacher, additional fun practice for students to do in their own time, access to WB audio and video.

Components for Teachers• Teacher’s Book with Online Practice and Resources: teacher’s notes with an access code to all of

the online resource materials. Teacher’s Books contain full details of GSE skills covered in every unit and in every lesson.

• Pearson English Portal – Presentation Tool, audio, video, tests, audioscripts, answer keys and other resources.

• Class Audio CD

• Picture Cards: Key vocabulary for every unit at Levels 1, 2 and 3.

Level 1 has two versions: I Can Read and Learning to Read

UNIT 1 How Can We Eat Well?READING – Factual text: The Sweet Tooth Truth! • Fiction: When in Rome

VOCABULARY – butter, calcium, carbohydrates, dairy, fat, fiber, iron, minerals, oil, protein, vegetables, vitamins • beef, boiled, bread roll, broccoli, fried, grilled, jelly, miso soup, noodles, omelette, pancakes, salmon

GRAMMAR – smell / look / taste (like) … • will / won’t for quick decisions

SKILL GSE LEARNING OBJECTIVES GSE CEFR PAGE(S)

Reading Can predict what a short, simple text is about from the title, a picture etc., if guided by questions or prompts. (P) 39 A2+ (36–42) 6

Can identify main paragraph topics in simple texts on familiar subjects, if supported by prompts or questions. (P) 41 A2+ (36–42) 8

Can understand the main points in simple descriptive texts on familiar topics. (P) 39 A2+ (36–42) 8, 18

Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 10, 15, 16

Can identify specific information related to a familiar topic in a short, simple text. (P) 37 A2+ (36–42) 12

Can identify supporting details in simple structured paragraphs on familiar topics, if guided by questions. (P) 43 B1 (43–50) 13

Can understand some details in longer texts on everyday topics, if guided by questions or prompts. (P) 43 B1 (43–50) 14

Listening Can understand the main idea of a simple news story, with visual support. (P) 39 A2+ (36–42) 5

Can follow the sequence of events in a simple story or narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 16

Can understand the main points of a short, informal interview on a familiar topic. (P) 43 B1 (43–50) 8

Can identify key details (e.g. name, number) in factual talks on familiar topics, if spoken slowly and clearly. (P) 38 A2+ (36–42)

8, 10, 14, 16





Speaking Can give simple reasons to explain preferences, given a model. (P) 35 A2 (30–35) 5

Can express their opinions on familiar topics, using simple language. (P) 41 A2+ (36–42)

5, 6, 7, 8, 11, 14, 15

Can ask a range of questions in guessing games to find the answer. (P) 36 A2+ (36–42) 11

Can talk about basic personal experiences, using simple linking words. (P) 37 A2+ (36–42) 12, 17

Can carry out a simple informal interview. (P) 50 B1 (43–50) 19

Can give simple examples to support their point in a short talk on a familiar topic. (P) 44 B1 (43–50) 13, 19

Writing Can write a few simple sentences about someone’s routines or habits, given prompts or a model. (P) 38 A2+ (36–42) 9

Can complete a table or form with specific information extracted from a short, simple written text on a familiar topic. (P) 37 A2+ (36–42) 14

Can write short, simple texts on familiar topics in linked sentences. (P) 40 A2+ (36–42) 18, 19

Can write short, simple explanations, given a model. (P) 43 B1 (43–50) 18, 19







UNIT 2 Why Are Some Buildings Famous?READING – Factual text: As High as the Sky • Fiction: From Paris to Peru

VOCABULARY – architect, attract, bridge, concrete, construction, massive, meters, modern, monument, statue, structure, tower • arches, belfry, brochures, camp, carved, landmark, medieval, monasteries, mural, package, staircase, typical

GRAMMAR – How tall / long / deep / far …? It’s ... tall / long / deep / away • be + going to + verb


Reading Can identify specific information related to a familiar topic in a short, simple text. (P) 37 A2+ (36–42) 22, 24, 25


Can make basic inferences from simple information in a short text. (P) 40 A2+ (36–42) 28, 30

Can make simple inferences about characters’ motives and feelings in straightforward narrative texts. (P) 52 B1+ (51–58) 30

Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 32, 34

Can extract specific information in short texts on familiar topics. (P) 39 A2+ (36–42) 34

Listening Can understand the main idea of a simple news story, with visual support. (P) 39 A2+ (36–42) 21

Can follow the sequence of events in a simple story or narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 26

Can recognise simple examples used to support the speaker’s points in short talks on familiar topics, if clearly introduced by linking words/phrases. (P) 39 A2+ (36–42) 24, 30

Can extract factual information from short, simple dialogues or stories about past events if spoken slowly and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 30

Can identify key details (e.g. name, number) in factual talks on familiar topics, if spoken slowly and clearly. (P) 38 A2+ (36–42) 32





Speaking Can express their opinions on familiar topics, using simple language. (P) 41 A2+ (36–42)

21, 24, 25, 29, 30

Can talk about basic personal experiences, using simple linking words. (P) 37 A2+ (36–42) 22

Can make simple, direct comparisons between two people or things using common adjectives, given a model. (P) 38 A2+ (36–42) 23, 31

Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 27

Can talk about plans for the near future in a simple way. (P) 38 A2+ (36–42) 28, 33

Can give a short, simple prepared talk on a topic of personal interest. (P) 44 B1 (43–50) 35

Writing Can write simple sentences about what they would like to do or be in the future. (P) 39 A2+ (36–42) 32

Can write short, simple descriptive texts on familiar topics if provided with key words and supported by pictures. (P) 39 A2+ (36–42) 34

Can write short, simple descriptive texts about familiar places using basic connectors, given a model. (P) 41 A2+ (36–42) 34, 35

Can create a poster to advertise an event or product, given a model. (P) 45 B1 (43–50) 35




UNIT 3 How Can We Protect Wild Animals?READING – Factual text: Once They’re Gone, We Can’t Bring Them Back • Fiction: Where There’s No Return

VOCABULARY – bluefin tuna, endangered, destroy, disappear, gorilla, leatherback turtle, national park, poacher, prevent, rainforest, snow leopard, species • bamboo, coat, coral, glide, hectare, polar bear, predator, roam, shell, survive, tusks, whisper

GRAMMAR – How much … ?, How many … ? • could / couldn’t


Reading Can understand basic opinions related to familiar topics, expressed in simple language. (P) 41 A2+ (36–42) 38, 40

Can understand simple details in short animal factfiles containing some unfamiliar language, if supported by pictures. (P) 38 A2+ (36–42) 40

Can draw simple conclusions about the information given in a factual text on a familiar topic. (P) 45 B1 (43–50) 40

Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 42, 48, 50

Can get the gist of short factual school texts. (P) 41 A2+ (36–42) 44, 46



Can scan several short, simple texts on the same topic to find specific information. (P) 47 B1 (43–50) 51

Listening Can identify key details (e.g. name, number) in factual talks on familiar topics, if spoken slowly and clearly. (P) 38 A2+ (36–42) 37, 42, 48

Can get the gist of authentic recorded material on topics of personal interest, if delivered in clear standard speech. (P) 41 A2+ (36–42) 40

Can recognise simple examples used to support the speaker’s points in short talks on familiar topics, if clearly introduced by linking words/phrases. (P) 39 A2+ (36–42) 40, 46

Can understand some details in extended dialogues on familiar everyday topics. (P) 46 B1 (43–50) 46






Speaking Can express their opinions on familiar topics, using simple language. (P)

41 A2+ (36–42)

37, 38, 39, 40, 41, 44, 45, 46, 47


Can talk about past events or experiences, using simple language. (P) 41 A2+ (36–42) 49


Writing Can write short, simple texts on familiar topics in linked sentences. (P) 40 A2+ (36–42) 50


Can make simple notes about the key points of a familiar topic. (P) 43 B1 (43–50) 51




UNIT 4 What Can We Do With Our Trash?READING – Factual text: Waste Not, Want Not! • Fiction: Rubbish Revival

VOCABULARY – cans, fleece, fumes, glass jars, landfill, metal, natural resources, packaging, plastic, process, soil, toxic • cardboard, create, cup, decorations, picture frames, recycling plant, stuff, throw out, tire, toilet paper rolls, upcycyle, wood

GRAMMAR – need to • too much / too many / enough


Reading Can make basic inferences from simple information in a short text. (P) 40 A2+ (36–42) 54, 56, 62

Can identify key vocabulary and expressions in unfamiliar texts related to school subjects. (P) 42 A2+ (36–42) 56


Can guess the meaning of a few unknown words in a story from the context, if guided by questions or prompts. (P) 43 B1 (43–50) 57

Can scan a simple text to find specific information. (P) 41 A2+ (36–42)

57, 58, 64, 66

Can understand the main points in simple descriptive texts on familiar topics. (P) 39 A2+ (36–42) 60

Can predict what a short, simple text is about from the title, a picture etc., if guided by questions or prompts. (P) 39 A2+ (36–42) 60

Can get the gist of short factual school texts. (P) 41 A2+ (36–42) 62, 66





Can extract factual information from short, simple dialogues or stories about past events if spoken slowly and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 58, 62, 64

Can get the gist of authentic recorded texts on topics of personal interest, if delivered in clear standard speech and supported by pictures. (P) 43 B1 (43–50) 62





SpeakingCan express their opinions on familiar topics, using simple language. (P) 41 A2+ (36–42)

53, 54, 55, 56, 60, 61

Can talk about basic personal experiences, using simple linking words. (P) 37 A2+ (36–42) 57, 65

Can make suggestions about what to do, using a few basic fixed expressions (e.g. ‘Let’s’, ‘Why don’t we …?’). (P) 42 A2+ (36–42) 59, 63

Can make simple, direct comparisons between two people or things using common adjectives, given a model. (P) 38 A2+ (36–42) 62


Writing Can make simple notes about the key points of a familiar topic. (P) 43 B1 (43–50) 56, 65, 67

Can write short, simple texts on familiar topics in linked sentences. (P) 40 A2+ (36–42) 66, 67




UNIT 5 How Can We Choose Our Jobs?READING – Factual text: Biographies • Fiction: Ahoy There!

VOCABULARY – athlete, brushes, compete, compose, discover, discuss, lab, musician, painter, self-portraits, studio, train • barber, comfortable, crew, delicious, explorer, fast, hard, journey, late, sailor, surgeon, terrifying

GRAMMAR – comparative and superlative adverbs • adjectives vs. adverbs (comparative and superlative)


Reading Can scan several short, simple texts on the same topic to find specific information. (P) 47 B1 (43–50) 70, 72, 83

Can extract specific information in short texts on familiar topics. (P) 39 A2+ (36–42) 70, 82

Can scan a simple text to find specific information. (P)

41 A2+ (36–42)

73, 74, 76, 78, 79, 80


Can make simple inferences about characters’ motives and feelings in straightforward narrative texts. (P) 52 B1+ (51–58) 76, 78


Listening Can identify key details (e.g. name, number) in factual talks on familiar topics, if spoken slowly and clearly. (P) 38 A2+ (36–42)

69, 74, 78, 80

Can recognise simple examples used to support the speaker’s points in short talks on familiar topics, if clearly introduced by linking words/phrases. (P) 39 A2+ (36–42) 72

Can extract factual information from short, simple dialogues or stories about past events if spoken slowly and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 74, 80

Can recognise a speaker’s feelings or attitudes. (P) 50 B1 (43–50) 72, 78






41 A2+ (36–42)

69, 71, 72, 73, 77, 78


Can talk about plans for the near future in a simple way. (P) 38 A2+ (36–42) 72

Can make simple, direct comparisons between two people or things using common adjectives, given a model. (P) 38 A2+ (36–42) 75, 81

Can talk about past events or experiences, using simple language. (P) 41 A2+ (36–42) 76, 79



Can give simple advice, using fixed expressions. (P) 43 B1 (43–50) 83

Can give basic biographical information in a short talk about another person. (P) 42 A2+ (36–42) 83

Writing Can make simple comparisons between people, places or things. (P) 40 A2+ (36–42) 75

Can provide facts or examples to support a stated opinion in a simple structured paragraph, given a model. (P) 52 B1+ (51–58) 82

Can write a short, simple biography of a famous person with basic paragraph structure, given prompts or a model. (P) 45 B1 (43–50) 83




UNIT 6 What Happens In Extreme Conditions?READING – Factual text: Extreme Climates! • Fiction: The Medallion Movers

VOCABULARY – adapt to beat, dehydrated, extreme, heart rate, heatstroke, hypothermia, mild, numb, perspire, shiver, sweat • ash, collapse, crater, eruption, explosion, in danger, lava, medallion, safe, shake, tremor, volcano

GRAMMAR – must and have to • mustn’t and don’t / doesn’t have to


Reading Can identify the key characteristics and structure of a limited range of factual text types (e.g. articles, instructions). (P) 50 B1 (43–50) 86, 88



89, 90, 95, 96

Can make basic inferences from simple information in a short text. (P) 40 A2+ (36–42) 92, 94

Can understand the order in which events happen (e.g. in diary entries or a story). (P) 41 A2+ (36–42) 94

Can read a short text and predict what they think will happen next. (P) 42 A2+ (36–42) 94



Can identify the purpose of a range of common text types, e.g. to instruct, entertain or persuade. (P) 52 B1+ (51–58) 98



Can identify the main points of short, clear factual talks or presentations on familiar topics. (P) 49 B1 (43–50) 88

Can extract factual information from short, simple dialogues or stories about past events if spoken slowly and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 90, 94, 96






41 A2+ (36–42)

85, 86, 87, 91, 92, 93, 89, 97

Can give an opinion in a structured discussion, if guided by questions. (P) 46 B1 (43–50) 88


Can briefly say what they think will happen next in a simple story or play. (P) 42 A2+ (36–42) 94

Can tell a simple story. (CA) 41 A2+ (36–42) 95

Can describe weather conditions in their country using simple language. (P) 36 A2+ (36–42) 99

Can act out a short dialogue or role play, given prompts. (P) 38 A2+ (36–42) 99

Writing Can complete a table or form with specific information extracted from a short, simple written text on a familiar topic. (P) 37 A2+ (36–42) 89

Can describe the plot of a film or book very briefly, using simple language. (P) 46 B1 (43–50) 98





UNIT 7 How And Why Do Fashions Change?READING – Factual text: The Fashion Museum • Fiction: The Treasure in the Attic

VOCABULARY – artificial fibers, cardigan, collar, cotton, denim, leather, pattern, silk, suit, tights, vest, wool • belt, borrow, bracelet, delicate, design, dress up, earrings, jewelry, necklace, ribbon watch

GRAMMAR – before / after / when • Let’s … ! Should / Shall … ?, Why don’t … ?, … should / could …


Reading Can draw simple conclusions about the information given in a factual text on a familiar topic. (P) 45 B1 (43–50) 102, 104

Can identify the key characteristics and structure of a limited range of factual text types (e.g. articles, instructions). 50 B1 (43–50) 114


41 A2+ (36–42)

104, 105, 106, 111, 112


Can read a short text and predict what they think will happen next. (P) 42 A2+ (36–42) 108





101, 104, 106, 112

Can recognise a range of common linking words/phrases signalling the sequence of events in short, simple narratives. (P) 44 B1 (43–50) 106


Can understand people’s preferences in informal conversations, if the speakers talk slowly and clearly. (P) 38 A2+ (36–42) 110






Speaking Can express their opinions on familiar topics, using simple language. (P) 41 A2+ (36–42)

101, 103, 104, 105

Can describe differences between people’s appearance in some detail. (P) 44 B1 (43–50) 102

Can talk about an event in the past using fixed expressions, given a model. (P) 39 A2+ (36–42) 107

Can talk about basic personal experiences, using simple linking words. (P) 37 A2+ (36–42)

108, 109, 111

Can make suggestions about doing common everyday activities, using a basic fixed expression. (P) 38 A2+ (36–42)

110, 113, 115


Can act out a short dialogue or role play, given prompts. (P) 38 A2+ (36–42) 115

Writing Can answer simple questions in writing about people or things using basic words or phrases. (P) 33 A2 (30–35) 105

Can complete a table or form with specific information extracted from a short, simple written text on a familiar topic. (P) 37 A2+ (36–42) 107

Can write short, simple personal emails/letters about familiar topics, given prompts or a model. (P) 40 A2+ (36–42) 114





UNIT 8 How Has Entertainment Developed?READING – Factual text: Winning Combinations! • Fiction: Movie Stars in the Making

VOCABULARY – audience, ballet, ballroom dancing, hop-hop, hiplet-, jive, performance, rhythm, rock, samba, tango, waltz • action, animation, applause, comedy, director, drama, edit, horror, lines, make-up, play, reality TV

GRAMMAR – What about / How about + ing? • be + verb + -ing for arrangements will for spontaneous decisions


Reading Can understand the main points in simple descriptive texts on familiar topics. 39 A2+ (36–42) 118, 120


41 A2+ (36–42)

118, 120, 121, 122, 127, 128, 130

Can identify the writer’s overall purpose in straightforward texts on familiar topics. (P) 51 B1+ (51–58)

124, 126, 130

Can make simple inferences about characters’ motives and feelings in straightforward narrative texts. (P) 52 B1+ (51–58) 126



117, 122, 126, 128



Can recognise simple examples used to support the speaker’s points in short talks on familiar topics, if clearly introduced by linking words/phrases. (P) 39 A2+ (36–42) 126







41 A2+ (36–42)

117, 118, 119, 121, 124, 125, 126


Can make suggestions about what to do using a range of expressions (e.g. ‘How about...?’). (P) 47 B1 (43–50) 123


Can give brief reasons for their opinions on familiar topics. (P) 48 B1 (43–50) 127

Can talk about plans for the near future in a simple way. (P) 38 A2+ (36–42) 129


Can role-play a character from a short story they have read in class. (P) 47 B1 (43–50) 131

Writing Can make simple notes about the key points of a familiar topic. 43 B1 (43–50) 129

Can describe the plot of a film or book very briefly, using simple language. (P) 46 B1 (43–50) 130

Can write a simple structured paragraph giving their opinion on a familiar topic, given a model. (P) 46 B1 (43–50) 130





UNIT 9 Why Are Adventure Stories Popular?READING – Factual text: Sailing Around the World – Solo! • Fiction: Pete and the Pirates

VOCABULARY – battle, challenge, endurance, exhaustion, loneliness, moonlit, navigate, nonstop, sink, solo, treacherous, yachtsman • eye patch, history, huge, island, metal detector, mystery, nervously, pointing, rope, scar, sword

GRAMMAR – was / were + verb + -ing • Was / Were … verb + -ing?


Reading Can make basic predictions about factual text content from headings, titles or headlines. (P) 44 B1 (43–50) 134

Can extract information from newspaper headlines, if guided by questions. (P) 48 B1 (43–50) 136

Can scan several short, simple texts on the same topic to find specific information. (P) 47 B1 (43–50) 136, 147


41 A2+ (36–42)

137, 139, 142, 143, 144

Can infer unstated information in simple stories or descriptive texts, if guided by questions and prompts. (P) 53 B1+ (51–58) 140, 142

Can read a short text and predict what they think will happen next. (P) 42 A2+ (36–42) 140, 146



Listening Can guess the meaning of simple, unknown words in short dialogues on familiar topics. (P) 42 A2+ (36–42) 133, 143

Can get the gist of authentic recorded texts on topics of personal interest, if delivered in clear standard speech and supported by pictures. (P) 43 B1 (43–50) 136




Can understand key information in authentic recorded material on topics of personal interest, if delivered in clear, standard speech. (P) 51 B1+ (51–58) 142





Speaking Can give brief reasons for their opinions on familiar topics. (P)

48 B1 (43–50)

133, 134, 135, 136, 137, 140, 143

Can talk about past events or experiences, using simple language. (P) 41 A2+ (36–42)

139, 143, 145

Can re-tell a simple or familiar story using their own words. (P) 44 B1 (43–50) 141

Can briefly say what they think will happen next in a simple story or play. (P) 42 A2+ (36–42) 142


Writing Can write a simple story with a clear sequence of events. (CA) 47 B1 (43–50) 146

Can write a simple review of a film or book with appropriate paragraph breaks, given a model. (P) 55 B1+ (51–58) 147





UNIT 10 Why Do We Raise Money For Charity?READING – Factual text: What is Biblioburro? • Fiction: Miremba’s Dream Comes True

VOCABULARY – charity, donate, email, raise money, regularly, sponsor, support, text message, volunteer, website • care for, collect, constant, frequently, generous, helpful, improve, jerry can, organization, well

GRAMMAR – know / understand how to • was / were + verb + -ing and verb + -ed


Reading Can scan a simple text to find specific information. (P)

41 A2+ (36–42)

150, 152, 153, 154, 159, 160, 162

Can identify the main ideas in straightforward, structured magazine articles on familiar topics. (P) 52 B1+ (51–58) 156, 158





149, 154, 160



Can understand key information in authentic recorded material on topics of personal interest, if delivered in clear, standard speech. (P) 51 B1+ (51–58) 158


48 B1 (43–50)

149, 151, 152, 157, 158, 159

Can talk about past events or experiences, using simple language. (P) 41 A2+ (36–42) 150, 161

Can talk about basic personal experiences, using simple linking words. (P)

37 A2+ (36–42)

152, 153, 155, 156, 159






Writing Can write about past activities using simple language, given a model. (P) 40 A2+ (36–42) 161

Can write short, simple notices giving information about events or activities (e.g. place, time, day) using appropriate layout, given a model. (P) 44 B1 (43–50) 162

Can write a simple structured paragraph giving their opinion on a familiar topic, given a model. (P) 46 B1 (43–50) 163






UNIT 11 How Are We Similar But Different?READING – Factual text: Nature or Nurture? • Fiction: Anne of Green Gables

VOCABULARY – arrogant, feeling, funny, have something in common, honest, imaginative, mean, open, rude, stubborn, talkative, think, thoughtful, vow • active, behave, character, determine, disagree, forgetful, positive, practical, respond, similar, unique

GRAMMAR – some- / every- / no- / any- • look / look like and be / be like


Reading Can draw simple conclusions about the information given in a factual text on a familiar topic. (P) 45 B1 (43–50)

166, 168, 172, 174


169, 170, 175, 176


Can identify the purpose of a range of common text types, e.g. to instruct, entertain or persuade. (P) 52 B1+ (51–58) 174




165, 168, 170








Speaking Can give brief reasons for their opinions on familiar topics. (P) 48 B1 (43–50)

165, 168, 175

Can re-tell a simple or familiar story using their own words. (P) 44 B1 (43–50) 166


Can express their opinions on familiar topics, using simple language. (P) 41 A2+ (36–42) 168, 169


Can describe similarities between people’s appearance in some detail. (P)

44 B1 (43–50)

172, 173, 174, 177, 179


Writing Can describe similarities between two people (e.g. appearance, personality, interests) in simple connected text, given a model. (P) 42 A2+ (36–42) 178





UNIT 12 How Did People Live In The Past?READING – Factual text: Railway Revolution! • Fiction: William’s Lucky Day

VOCABULARY – baker, butcher, commute, cotton mill, horse and cart, locomotive, marvel, railway, suburb, subway • chimney sweep, coal mine, flower girl, housemaid, pickpocket, ratcatcher, run errands, soot, street sweeper, workhouse

GRAMMAR – used to • that / who / where


Reading Can get the gist of short factual school texts. (P) 41 A2+ (36–42) 182

Can make basic predictions about factual text content from headings, titles or headlines. (P) 44 B1 (43–50) 182

Can understand basic opinions related to familiar topics, expressed in simple language. (P) 41 A2+ (36–42) 184





41 A2+ (36–42)

185, 186, 191, 192, 194

Can follow extended stories and texts written in simple, familiar language, if supported by pictures. (P) 44 B1 (43–50) 188, 190

Can make simple inferences about characters’ motives and feelings in straightforward narrative texts. (P) 52 B1+ (51–58) 188, 190

Can extract key information from advertisements for familiar products, if guided by questions or prompts. (P) 40 A2+ (36–42) 191








181, 186, 192

Can understand some details in extended dialogues on familiar everyday topics. (P) 46 B1 (43–50) 184, 190




48 B1 (43–50)

181, 182, 183, 189, 191

Can make simple, direct comparisons between two people or things using common adjectives, given a model. (P) 38 A2+ (36–42)

184, 185, 188, 190, 195

Can briefly describe a funny or exciting personal experience, if guided by questions or prompts. (P) 45 B1 (43–50) 184

Can describe past events or experiences, using simple descriptive language to add interest. (P) 47 B1 (43–50) 187


Can explain the meaning of a word or phrase. (P) 50 B1 (43–50) 193


Writing Can write a simple description of their personal history with appropriate paragraph breaks, given a model. (P) 49 B1 (43–50) 194






References

Board of Regents of the University of Wisconsin System (2012), Amplification of The English Language Development Standards KINDERGARTEN–GRADE 12 (“WIDA ELD Standards”). Retrieved 27.11.2017 from www.wida.us

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Schneider, G., North, B. (1999) „In anderen Sprachen kann ich . . .“ Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationsfähigkeit. Berne, Project Report, National Research Programme 33, Swiss National Science Research Council.

Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.

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